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This is Tyra, Hassan, Cooper and Isla.

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They love going to school.

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And the school provides them
with reasonable adjustments

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so they can engage with activities

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on the same basis as their peers.

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This is where

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the Disability Standards
for Education 2005 come in.

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These are also known as the Standards.

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The Standards protect the rights

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of any student with disability

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and aim to ensure students can participate

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on the same basis as
students without disability

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in all aspects of school life.

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That means they have
the right to participate

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in a way that's the same or
very similar to their friends.

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The Standards are formulated

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under the Disability
Discrimination Act 1992.

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The Standards clarify what
education providers have to do

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for students with disability.

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All schools must follow the Standards.

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The Standards cover five areas:

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Enrollment, Participation,
Curriculum development,

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accreditation and delivery,

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Students support services

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and Elimination of
harassment and victimisation.

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Schools have three main things to do

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to meet their obligations to
students under the Standards.

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They must consult with
students with disability,

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they must make reasonable adjustments

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to support these students,

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and they must ensure students

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with disability are not mistreated.

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Let's take a look at
what each of these mean.

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A school must consult with
students and where appropriate,

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their parents or carers

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before they implement
reasonable adjustments.

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This is an important ongoing process

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to ensure schools are
making the right adjustments

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and adapt them if they are not working

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as well as they could.

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For example, Tyra's teacher
communicates with Tyra

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and her family regularly.

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Together they talk about
how she is going at school

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and identify if changes are needed.

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This happens a few times a
year depending on Tyra's needs.

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A school must make reasonable adjustments

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for students with disability where needed.

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Reasonable adjustments
are changes or actions

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that help students take part in education

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in a similar way to
students without disability.

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If an adjustment is
deemed to be reasonable,

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schools generally have to implement it.

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For example, creating targeted

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curriculum material for Hassan.

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Or organising access to support services

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when Cooper needs it.

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Schools must take steps to prevent actions

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that offend, harass, intimidate
or distress students.

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For example, if Isla is being
bullied by her peers at school

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because of her disability,

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the school must take steps
to address the concerns

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and implement steps to
prevent it happening again.

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A key objective of the
Standards is to make sure

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rights and responsibilities
are clearly expressed

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so that students like Tyra, Hassan, Cooper

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and Isla are supported

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and have the same
opportunities as their peers.